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Swales (1990), Discourse Community
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Wenger (1999), Community of Practice
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Rheingold (1993), Virtual Community
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TeenLit's eWeb, "Submissions Forum"
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broadly agreed set of common public goals
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Mutual engagement
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Common purpose was to accept or reject submissions and give feedback
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mechanisms of intercommunication among its members
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Mutual engagement: Enabling engagement, Shared repertoire, Joint enterprise: Negotiated enterprise
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2. carry on those public discussions
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Teen Writers Discussion bulletin board, eWeb bulletin board, eWeb forums, eWeb chat, Mail to Group, individual email aliases
i.e. "Submissions Forum"
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threshold level of members with a suitable degree of relevant content and discoursal expertise
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Mutual engagement: Diversity and partiality
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1. enough people
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5 core participants, 9 periphery participants, 10 non-participants
Issues of power, dominance, and extinction
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role of facilitator |
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utilizes and hence possesses one or more genres in the communicative furtherance of its aims
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Shared repertoire
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"Teen Editorial Board" response to submissions as a group genre
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Shared repertoire: Values
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Values (i.e. dislike rhyme, appreciate originality, etc.)
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3. long enough
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Six-month study
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Joint enterprise: Mutual Accountability
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4. with sufficient human feeling
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Feelings in individual replies as part of tone negotiation and feedback
Group identity
Members tried to get other members more active
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Mutual engagement: Mutual relationships
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5. to form webs of personal relationships in cyberspace
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See Sociograms (Figure 12) for connections and referents as signs of personal relationships
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uses its participatory mechanisms primarily to provide information and feedback
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Joint enterprise: Negotiated enterprise
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Used "Submissions Forum" to give feedback and information to submissions and to each other
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acquired some specific lexis
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Joint Enterprise: Indigenous enterprise, Shared repertoire: symbols, gestures
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Emoting from the larger World Wide Web contest
Unique language included specialized subject lines and loaded words
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